La objetividad de las políticas públicas en América Latina: ¿Condicionada por los intereses de sus actores?

Abstract

When the states initiate tasks that entail the execution of improvements and interventions in the education system, initiatives are presented to execute processes of formulation of educational policies PFP, understood these as actions that originate in the identification of needs for formulation of plans of action in the framework of continuous improvement; now This process is not executed easily and / or deliberately, since in the process of interacting with its actors, situations arise that can sometimes generate different scenarios that are not as favorable as they are: Obstruction in the execution of improvements, increase of discord between actors and alterations in educational ideologies (Medina, 1997). In the study and analysis of these situations, this document seeks to disclose some generalities that range from identifying the typologies of educational policies, to providing feedback the exercise of implementing educational policies from the analysis of situations that have been experienced in the Latin American cultural environment, with references from some countries such as: Argentina, Chile, Mexico and Brazil (Navarro, 2006); all this with the intention of addressing a common situation of the Latin context, rooted of course to the customs and aspects of the Latin American context. Finally, we present some conclusions that are generated from the exercise of the review of bibliographic sources and authors who have built material around the formulation and generation of knowledge around educational policies, their purpose, impact and implementation.